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Abstract:

This dissertation reports on a naturalistic evaluation study of a series of NSF grant
projects collectively known as PEPTYC -- Physics Enhancement Project for Two Year
College Physics Instructors. The project encompassed seven different cycles of
professional development occurring during the 1990's via May Institutes, held at Texas
A&M University. Follow-up meetings were held at American Association of Physics
Teachers - Texas Section Meetings. The research was conducted post hoc. The research
evaluated the characteristics of effective professional development under an evaluation
frame work designed by D.L. Kirkpatrick (1959) and adapted by the researcher to address
issues that are pertinent to the professional development of faculty. This framework was
adapted to be viewed through an educator's eye in an effort to ascertain the long term
affects of the program and determine how the program affected the participants' attitudes,
pedagogical knowledge, and instructional practices. The PEPTYC program philosophy
was based on the premise, supported by research, that professional development
programs addressing specific teaching practices are more successful than generic
programs. Furthermore, professional development is more effective in helping teachers
use alternative approaches when teachers are engaged in active learning experiences
rather than passively listening to lectures or presentations. The naturalistic study was
based on surveys and semi-structured interviews with 14 individuals who participated in
PEPTYC workshops, as well as presenters of the PEPTYC program. The interviews
were analyzed to describe how the PEPTYC project influenced the participants long after
they had completed their training. This project can inform the development of similar
evaluation studies of other professional development programs.